Citation

Larrivee B, Bourque ML. J. Abnorm. Child Psychol. 1981; 9(3): 399-406.

Copyright

(Copyright © 1981, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

7320357

Abstract

The purpose of this study was twofold: (1) to examine the factor structure of behavior exhibited in the regular classroom in order to provide a conceptual framework for classifying problem behavior relevant to the classroom setting, and (2) to determine the extent to which the factors generated from ratings of regular classroom children are similar to those generated from ratings of mainstreamed special education children. Thirty-five elementary-school teachers completed behavior ratings for all of their 876 students utilizing a group-administered adapted version of the Devereux Elementary School Behavior Rating Scale. The factor analysis yielded five factors defined as Conduct Problem, Personality Problem, Adaptive Classroom Behavior, Inadequacy-Immaturity, and Achievement Anxiety. Coefficients of factorial congruence confirmed the similarity between the pattern generated from ratings of regular students and that of mainstreamed students.

Language: en